Code Switching

One of the most frequent behaviors children who are multilingual learners demonstrate is called code switching. This is when a child uses the sounds, words, or sentence structures from one language in a message they are creating in another language. It shows that the child is beginning to internalize the rules of their new language by using the rules of their foundational language. It also provides children with more rich communication opportunities, since they have two languages at their disposal to use.

Consider this example. In this picture, a child wrote a sentence using both Spanish and English. They wrote “jugando con balls,” which means “playing with balls.”

Watch this video of a TED Talk by Dr. Ramirez (17:02) from the Institute for Learning and Brain Sciences at the University of Washington. She explains the brain’s processing of language in infants and young children while providing evidence that all babies have the full potential to learn two languages at the same time.

As you watch, think about how code switching shows linguistic sophistication. Have you had any experiences with children who are multilingual learners that code switch? How have you handled it?

Code switching is rule-governed, in that it occurs at points in an utterance where the syntax of both languages is in agreement. It’s also sensitive to context. As early as 18 months, bilingual children make language choices based on their audience/context, for instance when interacting with parents who speak different languages.

Word Mixing

Another common behavior of young children who are multilingual learners is word mixing. This is when children borrow words from one language to fill in the gap of what they are trying to communicate in another language. Again, this shows the young brain’s amazing desire to communicate as competently as possible! It often occurs out of necessity for children who are simultaneous bilinguals.

In other words, the difference between code switching and word mixing is in its purpose and intentionality.

Both involve borrowing words from another language and mixing them into an utterance. Code switching is done intentionally to create a particular social impact. Word mixing is done unintentionally and out of necessity, usually because the child doesn’t remember the word in one language.

Watch this video of an interaction between an educator and child during a math activity (0:33). Record instances of code switching and word mixing for both the child and the teacher. Think about how you can tell the difference between the two.

Translanguaging

In contrast to code-switching and word mixing, translanguaging is an emerging concept to offer another explanation for how people use language. Translanguaging uses both languages in a strategic way that creates a new meaning with no direct translation in either of the two languages. When a child engages in translanguaging, they’re taking advantage of their broad linguistic repertoire to express ideas in all the ways they know how.

References

Bucholtz, M., Casillas, D.I., Lee, J.S. (2017). Language and culture as sustenance In D. Paris & S. Alim (Eds.), Culturally sustaining pedagogies: Teaching and learning for justice in a changing world (pp. 48). New York, NY: Teachers College Press.

Cultivate Learning, University of Washington. (2019). DLL Child Codeswitching Example [Video file].

Genesee, F. (2005). Bilingual first language acquisition in perspective. Childhood bilingualism: Research on infancy through school age. [Online Article]

Kuhl, P. K., & Ramirez, N. F. (2016). Bilingual language learning in children. Institute of Learning. Seattle, WA. [PDF]

Latin American Association for Bilingual Education (September 17. 2016). 1 Minute Insight Why Bilingual Brains Rock! [Video file].

Otheguy, R., Garcia, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), pp. 283. [Journal Article] Note: May require institutional access to database subscription

Petitto, L. & Dunbar, K. (2009). Educational neuroscience: New discoveries from bilingual brains, scientific brains, and the educated mind. Mind Brain Education, 3(4), 185-197. [Online Article]

Rosa, J. & Flores, N. (2017). Unsettling race and language: Toward raciolinguistic perspective. Cambridge University Press, 46(5). [Journal Article]

Tay, M. W. (1989). Code switching and code mixing as a communicative strategy in multilingual discourse. World Englishes, 8(3), 407-417.

TEDx Talks (2017, February 8). Creating bilingual minds, Naja Ferjan Ramirez, TEDxLjubljana [Video file]